Contextualizing citizenship in Uganda

Alava, Henni; Bananuka, Twine H.; Ahimbisibwe, Karambe F.; Kontinen, Tiina

doi:10.4324/9780429279171-5

Cited by 3 publications

(2 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In today's Uganda, patterns of citizenship are manifested in phenomena of upfront contestation and mobilisation of popular opposition figures, but also in mundane day‐to‐day life where issues of common concern are addressed together, at the micro, meso, and macro levels (Holma & Kontinen, 2020). Likewise other low‐income country contexts (Plagerson et al, 2012), definitions and experiences of citizenship are embedded in multifaceted boundaries between individual and collective identities (Thompson & Tapscott, 2011), emerging from particular historical contingencies and spatialities, and moulded by factors such as ethnicity and gender, among others (Alava et al, 2019). Comparably to the rest of Sub‐Saharan Africa, furthermore, the recent expansions in social protection are increasingly shaping (and being shaped by) the social contract (Cloutier et al, 2021).…”

Section: Study Context and Methodologymentioning

confidence: 99%

Follow the hand that feeds you? The effects of non‐governmental cash transfers on citizenship

2023

View full text Add to dashboard Cite

Cash transfers (CT) are increasingly used as fundamental components of countries' poverty reduction and social protection strategies. Yet not much is known about how these interventions shape beneficiaries' relations with the state and citizenship in general, and even less evidence is available on how CTs distributed by non‐state actors affect the aforementioned variables. This paper analyses how a non‐governmental universal unconditional mobile CT (a small‐scale universal basic income experiment), handed out by a foreign NGO in a rural Ugandan village, influenced citizenship. The article zooms in on effects on recipients' perceptions of the state and interactions with government representatives, where both could potentially yield repercussions on the broader social contract. The study implements matching techniques and social network analysis to explore how the transfer influenced citizenship over time. Results suggest that the CT generated a positive effect on the non‐state actor's legitimacy, without necessarily causing a lasting impact on the legitimacy of the state. Major impacts were recorded in the treatment village's ‘call‐to‐action’ network, highlighting patterns of change in beneficiaries' relations with local duty bearers, such as the crowding out of (multiple) local leaders by an external actor linked to the CT project. These findings confirm the possibility of inducing unintended effects in local communities through CT initiatives implemented by non‐state actors.

show abstract

Section: Study Context and Methodologymentioning

confidence: 99%

Follow the hand that feeds you? The effects of non‐governmental cash transfers on citizenship

2023

View full text Add to dashboard Cite

show abstract

“…For us, the empirical cases from these two countries illustrate diverse conceptualizations of citizenship held by those living their lives as citizens (Kabeer, 2005), as well as how they understand learning to take place in their everyday lives and the educational settings where specific citizenship education is provided. At the same time, however, the cases present specific historically formed conditions in which citizenship takes place (see also Alava et al, 2020;Nguyahambi et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Introduction: Learning, Philosophy and African Citizenship

Holma

Kontinen²

2022

Learning, Philosophy, and African Citizenship

View full text Add to dashboard Cite

In this chapter, we offer a background to the edited volume, the research project that produced it and its content—a series of investigations of the contested notions of citizenship and learning, and their interconnections. We set the agenda for exploring citizenship and learning as defined in philosophical traditions, and as experienced and described in selected locations in Tanzania and Uganda, and also introduce the contributions from the perspectives of both citizenship and conceptualizing learning.

show abstract